Many schools lack standard functional rooms and essential teaching equipment, limiting the delivery of modern, experiential learning required under Vietnam’s updated general education curriculum.
At Tay Giang Primary School No. 2, the shortage of specialized classrooms has persisted for years. The school has no dedicated rooms for Information Technology, English, Music–Art, or multipurpose activities.
Several practice rooms are converted from old classrooms, offering cramped space and outdated, deteriorating equipment. Principal Tran Huu Loi said the lack of proper facilities means students mostly learn theory without the practical, hands-on experience mandated by the new curriculum.
English teacher Le Thi My An described the situation as a major setback for teaching quality. She noted that the classroom has no functional projector, computers, or speakers and is too small for interactive learning. “The students are eager, but I feel regretful that I cannot deliver a complete lesson”, she said.
The infrastructure gap is increasingly severe as more subjects require technology, laboratory practice, and teamwork under the 2018 general education program.
Tay Thuan Secondary School faces similar challenges, with significant structural deterioration. Its 12-classroom building, constructed in 1999, is marked by peeling walls, damp ceilings, and damaged doors. Rain often causes water leakage, disrupting lessons.
Vice Principal Phan Tan Truc said the school has repeatedly requested funding for reconstruction. Basic teaching equipment such as computers and microscopes is also broken or unusable. The school’s bike shed is unstable and decaying, causing safety concerns for students.
Nguyen Thanh Nhan, Head of the Commune’s Culture and Social Affairs Office, warned that insufficient educational infrastructure limits access to modern learning methods and lowers teaching quality. Most students are children of rural laborers, facing not only financial hardship but also inadequate learning environments.
Education is a core indicator under Vietnam’s multidimensional poverty framework, which evaluates school attendance, academic achievement, and infrastructure quality. The current lack of functional rooms and deteriorating facilities is affecting educational outcomes and hindering long-term poverty reduction in Binh Khe.
To address the situation, the commune has asked provincial authorities to prioritize funding for new classrooms, multipurpose rooms, IT rooms, language labs, and bike sheds. It also seeks support from national target programs and hopes to mobilize organizations, businesses, and individuals to provide teaching equipment.
According to Mr. Nhan, many teachers have improvised by repurposing old classrooms and creating teaching aids from recycled materials. However, he stressed that these are only temporary measures and cannot replace the need for proper infrastructure investment.
